Introduction to Professional Psychology (Psy.D. Clinical Consultation Group) PSY 6543 Fall and Spring Semesters 2009-2010 Class location: One Beach Street, San Francisco, Room TBA Class meeting days: 1st and 3rd Fridays of each month (See course syllabus for dates) Class meeting time: 12:00-1:50 Instructor Name and Title: Kathy Trost, Ph.D., Adjunct and Liaison Faculty Email address: kathytrost@aol.com Phone: 925-284-4777 Office Hours:Available by appointment Grading: Credit/No Credit Credit hours: 0 credits per semester
I. Course Rationale: This course is part of the PsyD curriculum that is organized to enable students to build sequentially on knowledge and skills in academic and field placement settings.Each practicum experience is complimented by a didactic course for the purposes of accomplishing an integration of academic knowledge with practical learning in the field. The first year Introduction to Professional Psychology course is the didactic course that accompanies the Psy.D. G-1 practicum experience. In this course students learn fundamental skills in becoming a professional psychologist and receive advising and mentorship from faculty instructors. Each course in the PsyD program is designed to accomplish program specific learning outcomes (or training goals and objectives).This course is related to the outcome of developing graduates who practice professional attitudes, values,beliefs, and behavior as career-long objectives. It exposes students to general knowledge of the profession of psychology.In addition, professional values such as integrity and commitment are addressed as fundamental to the formation of competent, professional psychologists. II. Course Description, Purpose, Student Learning Outcomes and Assessment: Course Description This is a year long consultation group in professional development which combines an introduction to the discipline and professional practice of psychology as exemplified in the practitioner training program leading to the Psy.D. Degree at CSPP-SF.Taken concurrently with the Psy.D. Practicum I by first-year clinical Psy.D. students, this seminar provides a small group format for discussion of current issues that arise at the practicum placement, field placement matching issues and general introduction to professional roles and responsibilities.Particular emphasis is placed on developing professional behaviors and attitudes.An emphasis is also placed on how students can prepare themselves for changing roles in professional psychology and for developing multicultural competence in those roles. B. Purpose of the Course The purpose of this course is to provide a forum for students to identify and address issues that are related to their development as professional psychologists in a supportive context.Practical issues, such as applying for clinical placements and presenting oneself in a professional manner as well as issues regarding the academic experience at CSPP will be discussed.In addition, this course provides an introduction to basic clinical and ethical concepts in the practice of clinical psychology and provides a foundation for the subsequent G2 level Clinical and Ethical Issues Course. C. Specific Learning Outcomes: 1. The first objective is to facilitate the transition to graduate studies in professional psychology in general and to CSPP's Doctor of Psychology degree in clinical psychology in particular. Some of the issues that will be addressed are: a) how to integrate one's personal history and idiosyncratic gender/cultural/class identity in one's professional identity; b) how to begin the process of self-reflection and self-examination through which one shapes the self, the primary professional tool necessary for the professional engagement in the change process for individuals, families and groups and c) how to choose and engage in field placements (practica and internships) which meet and develop the student's professional goals. 2. The second objectivein this semester is to assist students in the selection of, orientation to and socialization in the Practicum I field placement. Special emphasis is placed on how to optimize this placement experience in the context of both traditional and emerging roles in professional psychology.Clinical and ethical issues, which are critical to assuming the role of the professional psychologist, will be introduced. 3. The third objective is to provide an open learning environment in which to explore concerns related to the process of becoming a graduate student in the Psy.D. Program. Graduate study in professional psychology has specific challenges at this time since the field of psychology generally and the practice of psychology, in particular, is undergoing profound change. Major advances in the theory and techniques of assessment and intervention in professional psychology, changing demographics, social and economic developments, innovations in technology, and substantial changes in the health delivery system all portend uncertainty and change in the profession of psychology.In exploring these and related issues, this consultation group is meant to serve as a peer professional support group to ensure that professional opportunities are optimized. 4. The fourth objective is to introduce students to CSPP’s mission to emphasize the multicultural and international perspectives in professional psychology as they manifest in the Practicum and Internship experiences. Multiculturalcompetence and diversity issues will be addressed. 5. The fifth objective is to introduce students to the broad range of expanding roles for professional psychologists. Many specialties and sub-specialties in the field are emerging with respect to changing populations, problems, and theories and techniques being used by psychologists to serve clients. Students are encouraged to become student members of both the American Psychological Association and the California Psychology Association to facilitate their exposure to contemporary issues in the practice of psychology. D. Instructional Strategy This course format involves student questions and problem solving, lecture, discussion, reading and presentations to promote the development of professional attitudes and behaviors. With some exceptions, most classes will begin with discussion and problem solving related to students’ Psy.D. I practicum experiences. The remainder of class will typically involve class discussions related to pertinent topics. Students will be given a thorough introduction to the on-line library resources of the university and may use the web to access some of the course readings and materials.Some DVD/video presentations may be used to illustrate concepts or problems and will serve as focal points for discussion. E. Description of Course Requirements and Assessment Methods Students will be evaluated on a Credit/No Credit basis using the criteria outlined in course requirements.Due to the fact that the Clinical Consultation Group is not taken for course credit, student evaluation will be incorporated in the Psy.D. Practicum I Field Placement Evaluation.Any difficulties that arise in this group will be communicated to the student’s field placement liaison and may be reflected as “some concern”, “serious concern” or “no credit” on the Field Placement Evaluation. In addition, more subjective factors such as personal growth and professionalism will be evaluated.Student learning will be assessed through the following methods: 1.Regular, on-time class attendance is required.If you are unable to attend a class, please leave me a message on my voice mail as soon as possible (925-284-4777).Students who are consistently late or who miss more than two classes per semester risk receiving “no credit” for their field placement experience 2.Class participation is a vital component of the class.In addition to asking questions regarding material presented, it is expected that you contribute your own ideas, suggestions and formulations. 3.Demonstration of professional attitudes and behaviors as indicated by conduct at field placement, management of personal stress related to first year graduate work, and knowledge of professional roles and responsibilities. 4.Assigned readings are required throughout the year.Students are expected to generate a discussion of ideas regarding these readings with particular emphasis on how these concepts apply to their clinical work and professional development. 5.Students are required to prepare a formal C.V. according to the Office of Professional Training guidelines for their Practicum I placement and to revise the vita for the "matching process" for January, 2009. Students will be required to present verbal reports on the nature of the Practicum experience that presents the mission, goals and objectives of their agencies and the student’s role in furthering this mission. III. Course Readings and Materials: Required Readings: Resource material related to the course learning objectives, will be made available and placed on reserve in the library as well as on e-reserve.Additional readings may be added depending on student interest and need. Recommended Readings: Contemporary Clinical Psychology (2nd Edition).Plante, Thomas, G. (2005).John Wiley and Sons Inc. Hoboken, New Jersey. Yalom, I. (2002). The Gift of Therapy: An open letter to a new generation of therapists and their patients.New York: HarperCollins Publishers, Inc. It is also recommended that class members read the following periodicals regularly (some are available on line in full text format, and all are available in the library or by subscription): American Psychologist (full text available online) APA Monitor California Psychologist (a publication of CPA) Professional Psychology: Research and Practice (full text available on online) IV. Policies and Procedures: Behavioral Expectations/Attendance 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as a courtesy and check for any assignments.See the University Catalog for the complete policy on attendance.Attendance criteria for this class include the following: Missing more than two classes might result in No Credit for the semester.Consistent lateness (being more than 10 minutes to class or in returning from break will be consideredas missing half a class. Attendance is a basic requirement. Missed assignments will result in a lower grade or failure of the class, depending on the work missed. Missing more than one of the above can result in failing this class, at the discretion of the instructor. If, however, you are ill and provide a doctor’s note, the assignment can be made up. Contract the instructor as soon as possible if you learn you will be missing a course requirement. 2.Information on types of participation required by the course: Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Students who choose to participate less will have the opportunity to receive participation credit in alternative ways, such as written papers. 3.Instructor Assumptions First and foremost, it is essential that an atmosphere of mutual respect and support is maintained throughout the year.Professional development is a developmental process involving different struggles for students at different levels of understanding. We will strive to develop a non-judgmental attitude in class in order to facilitate personal as well as intellectual development 4.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments/papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. 5.Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 6.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. Confidentiality of classmates should also be maintained.Countertransference feelings and other personal issues discussed in relation to course material and presentations are expected to emerge as part of the class experience.These discussions should not be shared outside of the classroom 7.Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli; nghiselli@alliant.edu).
8.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 9.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus. 10.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. V.Course Schedule: Reminder that Syllabus is Subject to Change The following is the general structure and content of the course.Students should remember that the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs.We may spend more time on some topics as needed, and conversely, may move more quickly over other topics.We may add or change readings, depending on student interest and need. Fall 2009 Semester September Friday, 9/4/09 Friday 9/18/09 General topics to be addressed: Orientation to Psy.D. Practicum I Selection Developing a resume and cover letter Review of Interview Techniques The Psy.D. degree, professional developmentand career goal setting Why psychology?Motivations for becoming a psychologist Recommended Readings: Plante, Chapter 1: What is Contemporary Clinical Psychology? October Friday, 10/2/09 Friday, 10/16/09 Friday, 10/30/09 – Individual consultation with instructor – OPTIONAL – by appointment General Topics to Be Addressed: The Professional Behavior of a Psychologist Supervision – Becoming a supervisee Introduction to Theory and Case Formulation Recommended Readings: Plante, Chapter 5: Major Theoretical Models Chapter 6: Integrative and Biopsychosocial Approaches in Contemporary Clinical Psychology Berger & Buchholz (1993) On Becoming A supervisee: preparation for learning in a supervisory relationship November Friday, 11/6/09 Friday, 11/20/09 Issues in Assessment, Diagnosis, and Intervention Multicultural and Diversity Issues in Psychotherapy Recommended Readings: Plante, Chapters 7 & 8: Contemporary Psychological Assessment I and II TBA December 12/4/09 Winter Intersession activities Preparing resumes and cover letters for the G2 Practicum placement Interviewing for placements and case presentation skills Recommended Readings: TBA Spring Semester February 2/5/10 2/19/10 Legal and Ethical Issues - Introduction APA Code of Conduct Recommended Readings: Plante, Chapter 13: Ethical Standards APA Code of Conduct (in appendix of Plante) March 3/5/10 3/19/10 Professional Development Issues Continued: Recommended Readings: Plante,Chapter 13: Current and Future Trends and Challenges April 4/2/10 4/16/10 Termination Issues Self-Care Balancing Career and Family Recommended Readings: TBA May 5/7/10 Case Presentation Skills and Case Formulation Assessing Your Progress: Your Strengths and Identifying Areas to Improve. Issues in Evaluation and Feedback Reflections on Year 1
.
(Psy.D. Clinical Consultation Group)
PSY 6543
Fall and Spring Semesters 2009-2010
Class location: One Beach Street, San Francisco, Room TBA
Class meeting days: 1st and 3rd Fridays of each month (See course syllabus for dates)
Class meeting time: 12:00-1:50
Instructor Name and Title: Kathy Trost, Ph.D., Adjunct and Liaison Faculty
Email address: kathytrost@aol.com
Phone: 925-284-4777
Office Hours: Available by appointment
Grading: Credit/No Credit
Credit hours: 0 credits per semester
I. Course Rationale:
This course is part of the PsyD curriculum that is organized to enable students to build sequentially on knowledge and skills in academic and field placement settings. Each practicum experience is complimented by a didactic course for the purposes of accomplishing an integration of academic knowledge with practical learning in the field. The first year Introduction to Professional Psychology course is the didactic course that accompanies the Psy.D. G-1 practicum experience. In this course students learn fundamental skills in becoming a professional psychologist and receive advising and mentorship from faculty instructors.
Each course in the PsyD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course is related to the outcome of developing graduates who practice professional attitudes, values, beliefs, and behavior as career-long objectives. It exposes students to general knowledge of the profession of psychology. In addition, professional values such as integrity and commitment are addressed as fundamental to the formation of competent, professional psychologists.
II. Course Description, Purpose, Student Learning Outcomes and Assessment:
Course Description
This is a year long consultation group in professional development which combines an introduction to the discipline and professional practice of psychology as exemplified in the practitioner training program leading to the Psy.D. Degree at CSPP-SF. Taken concurrently with the Psy.D. Practicum I by first-year clinical Psy.D. students, this seminar provides a small group format for discussion of current issues that arise at the practicum placement, field placement matching issues and general introduction to professional roles and responsibilities. Particular emphasis is placed on developing professional behaviors and attitudes. An emphasis is also placed on how students can prepare themselves for changing roles in professional psychology and for developing multicultural competence in those roles.
B. Purpose of the Course
The purpose of this course is to provide a forum for students to identify and address issues that are related to their development as professional psychologists in a supportive context. Practical issues, such as applying for clinical placements and presenting oneself in a professional manner as well as issues regarding the academic experience at CSPP will be discussed. In addition, this course provides an introduction to basic clinical and ethical concepts in the practice of clinical psychology and provides a foundation for the subsequent G2 level Clinical and Ethical Issues Course.
C. Specific Learning Outcomes:
1. The first objective is to facilitate the transition to graduate studies in professional psychology in general and to CSPP's Doctor of Psychology degree in clinical psychology in particular. Some of the issues that will be addressed are: a) how to integrate one's personal history and idiosyncratic gender/cultural/class identity in one's professional identity; b) how to begin the process of self-reflection and self-examination through which one shapes the self, the primary professional tool necessary for the professional engagement in the change process for individuals, families and groups and c) how to choose and engage in field placements (practica and internships) which meet and develop the student's professional goals.
2. The second objective in this semester is to assist students in the selection of, orientation to and socialization in the Practicum I field placement. Special emphasis is placed on how to optimize this placement experience in the context of both traditional and emerging roles in professional psychology. Clinical and ethical issues, which are critical to assuming the role of the professional psychologist, will be introduced.
3. The third objective is to provide an open learning environment in which to explore concerns related to the process of becoming a graduate student in the Psy.D. Program. Graduate study in professional psychology has specific challenges at this time since the field of psychology generally and the practice of psychology, in particular, is undergoing profound change. Major advances in the theory and techniques of assessment and intervention in professional psychology, changing demographics, social and economic developments, innovations in technology, and substantial changes in the health delivery system all portend uncertainty and change in the profession of psychology. In exploring
these and related issues, this consultation group is meant to serve as a peer professional support group to ensure that professional opportunities are optimized.
4. The fourth objective is to introduce students to CSPP’s mission to emphasize the multicultural and international perspectives in professional psychology as they manifest in the Practicum and Internship experiences. Multicultural competence and diversity issues will be addressed.
5. The fifth objective is to introduce students to the broad range of expanding roles for professional psychologists. Many specialties and sub-specialties in the field are emerging with respect to changing populations, problems, and theories and techniques being used by psychologists to serve clients. Students are encouraged to become student members of both the American Psychological Association and the California Psychology Association to facilitate their exposure to contemporary issues in the practice of psychology.
D. Instructional Strategy
This course format involves student questions and problem solving, lecture, discussion, reading and presentations to promote the development of professional attitudes and behaviors. With some exceptions, most classes will begin with discussion and problem solving related to students’ Psy.D. I practicum experiences. The remainder of class will typically involve class discussions related to pertinent topics. Students will be given a thorough introduction to the on-line library resources of the university and may use the web to access some of the course readings and materials. Some DVD/video presentations may be used to illustrate concepts or problems and will serve as focal points for discussion.
E. Description of Course Requirements and Assessment Methods
Students will be evaluated on a Credit/No Credit basis using the criteria outlined in course requirements. Due to the fact that the Clinical Consultation Group is not taken for course credit, student evaluation will be incorporated in the Psy.D. Practicum I Field Placement Evaluation. Any difficulties that arise in this group will be communicated to the student’s field placement liaison and may be reflected as “some concern”, “serious concern” or “no credit” on the Field Placement Evaluation.
In addition, more subjective factors such as personal growth and professionalism will be evaluated. Student learning will be assessed through the following methods:
1. Regular, on-time class attendance is required. If you are unable to attend a class, please leave me a message on my voice mail as soon as possible (925-284-4777). Students who are consistently late or who miss more than two classes per semester risk receiving “no credit” for their field placement experience
2. Class participation is a vital component of the class. In addition to asking questions regarding material presented, it is expected that you contribute your own ideas, suggestions and formulations.
3. Demonstration of professional attitudes and behaviors as indicated by conduct at field placement, management of personal stress related to first year graduate work, and knowledge of professional roles and responsibilities.
4. Assigned readings are required throughout the year. Students are expected to generate a discussion of ideas regarding these readings with particular emphasis on how these concepts apply to their clinical work and professional development.
5. Students are required to prepare a formal C.V. according to the Office of Professional Training guidelines for their Practicum I placement and to revise the vita for the "matching process" for January, 2009.
Students will be required to present verbal reports on the nature of the Practicum experience that presents the mission, goals and objectives of their agencies and the student’s role in furthering this mission.
III. Course Readings and Materials:
Required Readings:
Resource material related to the course learning objectives, will be made available and placed on reserve in the library as well as on e-reserve. Additional readings may be added depending on student interest and need.
Recommended Readings:
Contemporary Clinical Psychology (2nd Edition). Plante, Thomas, G. (2005). John Wiley and Sons Inc. Hoboken, New Jersey.
Yalom, I. (2002). The Gift of Therapy: An open letter to a new generation of therapists and their patients. New York: HarperCollins Publishers, Inc.
It is also recommended that class members read the following periodicals regularly (some are available on line in full text format, and all are available in the library or by subscription):
American Psychologist (full text available online)
APA Monitor
California Psychologist (a publication of CPA)
Professional Psychology: Research and Practice (full text available on online)
IV. Policies and Procedures:
Behavioral Expectations/Attendance
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as a courtesy and check for any assignments. See the University Catalog for the complete policy on attendance. Attendance criteria for this class include the following: Missing more than two classes might result in No Credit for the semester. Consistent lateness (being more than 10 minutes to class or in returning from break will be considered as missing half a class. Attendance is a basic requirement.
Missed assignments will result in a lower grade or failure of the class, depending on the work missed. Missing more than one of the above can result in failing this class, at the discretion of the instructor. If, however, you are ill and provide a doctor’s note, the assignment can be made up. Contract the instructor as soon as possible if you learn you will be missing a course requirement.
2. Information on types of participation required by the course:
Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Students who choose to participate less will have the opportunity to receive participation credit in alternative ways, such as written papers.
3. Instructor Assumptions
First and foremost, it is essential that an atmosphere of mutual respect and support is maintained throughout the year. Professional development is a developmental process involving different struggles for students at different levels of understanding. We will strive to develop a non-judgmental attitude in class in order to facilitate personal as well as intellectual development
4. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
5. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
6. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
Confidentiality of classmates should also be maintained. Countertransference feelings and other personal issues discussed in relation to course material and presentations are expected to emerge as part of the class experience. These discussions should not be shared outside of the classroom
7. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli; nghiselli@alliant.edu).
8. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
9. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus.
10. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
V. Course Schedule:
Reminder that Syllabus is Subject to Change
The following is the general structure and content of the course. Students should remember that the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. We may add or change readings, depending on student interest and need.
Fall 2009 Semester
September
Friday, 9/4/09
Friday 9/18/09
General topics to be addressed:
Orientation to Psy.D. Practicum I Selection
Developing a resume and cover letter
Review of Interview Techniques
The Psy.D. degree, professional development and career goal setting
Why psychology? Motivations for becoming a psychologist
Recommended Readings:
Plante, Chapter 1: What is Contemporary Clinical Psychology?
October
Friday, 10/2/09
Friday, 10/16/09
Friday, 10/30/09 – Individual consultation with instructor – OPTIONAL – by appointment
General Topics to Be Addressed:
The Professional Behavior of a Psychologist
Supervision – Becoming a supervisee
Introduction to Theory and Case Formulation
Recommended Readings:
Plante, Chapter 5: Major Theoretical Models
Chapter 6: Integrative and Biopsychosocial Approaches in Contemporary Clinical Psychology
Berger & Buchholz (1993) On Becoming A supervisee: preparation for learning in a supervisory relationship
November
Friday, 11/6/09
Friday, 11/20/09
Issues in Assessment, Diagnosis, and Intervention
Multicultural and Diversity Issues in Psychotherapy
Recommended Readings:
Plante, Chapters 7 & 8: Contemporary Psychological Assessment I and II
TBA
December
12/4/09
Winter Intersession activities
Preparing resumes and cover letters for the G2 Practicum placement
Interviewing for placements and case presentation skills
Recommended Readings:
TBA
Spring Semester
February
2/5/10
2/19/10
Legal and Ethical Issues - Introduction
APA Code of Conduct
Recommended Readings:
Plante, Chapter 13: Ethical Standards
APA Code of Conduct (in appendix of Plante)
March
3/5/10
3/19/10
Professional Development Issues Continued:
Recommended Readings:
Plante, Chapter 13: Current and Future Trends and Challenges
April
4/2/10
4/16/10
Termination Issues
Self-Care
Balancing Career and Family
Recommended Readings:
TBA
May
5/7/10
Case Presentation Skills and Case Formulation
Assessing Your Progress: Your Strengths and Identifying Areas to Improve.
Issues in Evaluation and Feedback
Reflections on Year 1
.